Saint Hill Manor, East Grinstead, Sussex HCO BULLETIN OF 5 JULY 1963 | Saint Hill Manor, East Grinstead, Sussex HCO BULLETIN OF 5 JULY AD13 |
CCHs REWRITTEN | |
The following revised rundown on the CCHs is to be used by all Students in Scientology Orgs. | |
CONTROL — COMMUNICATION — HAVINGNESS PROCESSES | |
The following rundown of CCH 1, 2, 3 and 4 has been slightly amended. They are for use in training. CCHs are run as follows: | ARC Break Assessments |
CCH I to a flat point then CCH 2 to a flat point then CCH 3 to a flat point then CCH 4 to a flat point then CCH 1 to a flat point, etc. | These lists are valuable. Intelligently used they put an auditor or Scientology staff or executive at cause over all session ARC Breaks and Scientology upsets. |
To bring the CCH training into line with current methods of teaching TRs, etc, at the end of each drill a list of Coach’s questions is given. In addition Coach should take instructions from the “Commands” and “Training Stress” and frame them in the form of questions. For example, in CCH I Coach could ask, “Did you make every command and cycle separate?” | The following Assessments are for use in finding by-passed charge in various auditing activities. |
Coach must avoid invalidating Student and not ask questions on what Coach thinks the Student has done wrong. The correct method is to ask a few questions at a time choosing and forming questions at random. On the other hand Coach should not ask a question about something that has not happened in the drill. For example, in CCH 3, if Coach has not manifested a “dope-off”, Coach would not ask, “When I doped off did you take my hand and execute the command one hand at a time?” | The source of all ARC Breaks is by-passed charge. There is no other source of ARC Breaks. The type of charge that can be by-passed varies from one auditing activity to another (R3R, 3N, etc). Therefore different lists for assessment are necessary for different Routines in auditing. Another list for general auditing is also necessary. |
No. CCH 1. | Everything that has been written about by-passed charge is valid. All by-passed charge is in some degree a missed withhold, missed by both auditor and pc. |
NAME. GIVE ME THAT HAND. Tone 40. | Having these lists for assessment, there is no excuse for an ARC Break to long continue in a session or for anyone to remain ARC Broken with Scientology. |
COMMANDS. GIVE ME THAT HAND. | The following assessments find what kind of charge has been missed. It is then up to the auditor to locate it more precisely as to character and time and indicate it to the pc. The pc will feel better the moment the right type of by-passed charge is identified by assessment and indicated by the auditor. If the pc does not feel better but further ARC Breaks then the assessment is either incomplete or incorrect. |
Physical action of taking hand when not given and then replacing it in the Coach’s lap. Making physical contact with the Coach’s hand if Coach resists. THANK YOU ending each cycle. | Many complicated ways exist for a charge to be by-passed. There is no reason to go into these. You will find it is always by-passed charge and that it could have been located and indicated in any ARC Break. |
All Tone 40 with clear intention, one command in one unit of time. Take up each new physical change manifested as though it were an origin by the Coach, when it happens, and querying it by asking “What’s happening?” This two-way comm is not Tone 40. Run only on the right hand. | R2H is the training process for use of these lists. In R2H devoted to "In auditing" or when an ARC Break is found in a past auditing session during an R2H session the type of list that applied to that session is used. |
POSITION: Student and Coach seated in chairs without arms. Student’s knees on outside of both Coach’s knees. | There are four ways of using these lists. The first is to assess by elimination and come up with one list line still reading on the meter and indicate it as the charge to the pc. The second is to go down a list taking each one that reads and clearing it up with the pc, finishing the whole list and then finally indicate what read the most. The third way is like the second except that the pc is required to help find what made the type of charge read and actually identify it as a particular thing. The fourth way is to assess only for biggest read or one line and have the pc help spot it. |
PURPOSE. To demonstrate to pc that control of pc’s body is possible, despite revolt of circuits, and inviting pc to directly control it. Absolute control by auditor then passes over towards absolute control of his own body by pc. | The third way is the one most commonly used at the end of a session where it is just cleaning up the session, and each question is completely cleaned on the needle in turn. The first way is most used on violent ARC Breaks. The second or the fourth ways are used in R2H. |
TRAINING STRESS. Never stop process until a flat place is reached. Freezes may be introduced at end of cycle, this being after the THANK YOU and before the next command, maintaining a solid comm line, to ascertain information from the Coach or to bridge from the process. This is done between two commands, holding the Coach’s hand after acknowledgement. Coach’s hand should be clasped with exactly correct pressure. Make every command and cycle separate. Maintain Tone 40, stress on intention from Student to Coach with each command. To leave an instant for Coach to do it by own will before Student decides to take hand or make contact with it. StressTone 40 precision; can be coached for some time silently with Coach looking for silent Student intention. Student indicates hand by nod of head. | Assessment often has to be done through a dirty needle. No effort is made to clean it up before assessment. And just because the needle is dirty is no reason to call them all "in". Learn to read through a DN for both ARC Break Assessments and dating. It is rather easy to do with a Mark V meter as the characteristic of the DN shifts when one is "in". |
COACH’S QUESTIONS. | No effort has been made here to convert the words to non-Scientology language, as the sense would be lost to a Scientologist. |
These lists are all bare-bone and contain only the usual types of by-passed charge. They may be added to as experience with them increases. They become too unwieldy when they are too long. The only way you can get confused as to how to locate and indicate charge is by finding the wrong charge. | |
| CCH 1. | GENERAL ARC BREAK ASSESSMENT |
| 1. | Used in general sessions of all kinds where an ARC Break has occurred, or at session end in all routines and for R2H. |
| What is a Tone 40 Command? | The prefix sentence "In this session has???" is used when cleaning up a session at its end or during the session. "At that time had???" is used for R2H. The actual date may be occasionally substituted for "time" to keep the pc oriented but only if necessary. |
LIST L–1 | |
| |
| (Intention without reservation) | |
| 2. | |
| Did you give me a Tone 40 Command? | |
| 3. | |
| Was the command executed? | |
| 4. | |
| What is a change? | |
| (Any physical observed manifestation) | |
| 5. | |
| Did you notice any change? | (Note: If "overt" is added to this list or any BMR buttons, the scale cannot be used in an R3R or 3N session as these "mush" up engrams.) |
(Note: If this list is used do not also use any other end rudiments except goals, gains and pc's havingness.) | |
ASSESSMENT SESSIONS | |
| 6. | When doing any listing step or type of auditing use the following list for ARC Break Assessment in event of an ARC Break in the session or at session end. |
| What was it? | The prefix "In this session has…" is used for a listing session, and "In that session had…" if a listing session ARC Break is recalled by the pc doing R2H. |
LIST L–2 | |
| |
| 7. | |
| Did you take it up with me? | |
| 8. | |
| Did you introduce a freeze at end of cycle to ascertain information | |
| from me or to bridge from the process? | |
HISTORY. Developed by L. Ron Hubbard in the 17th ACC Washington DC, 1957.
NAME. TONE 40 8C.
COMMANDS. YOU LOOK AT THAT WALL. THANK YOU.
In all engram running sessions, and those combined with 3N in that session, use the following list.
YOU WALK OVER TO THAT WALL. THANK YOU.
Prefix each question with "In this session have…" in event of an ARC Break or at session end. For R2H where an ARC Break is discovered in an earlier engram running session (clear back to 1950), prefix with "In that session had the auditor…" and omit "I" and "we".
YOU TOUCH THAT WALL. THANK YOU.
TURN AROUND. THANK YOU.
Take up each new physical change manifested as though it were an origin by the Coach, when it happens, and querying it by asking “What’s happening?” This two-way comm is not Tone 40. Commands smoothly enforced physically when necessary. Tone 40, full intention.
POSITION: Student and Coach ambulant, Student in physical contact with Coach as needed.
PURPOSE: To demonstrate to pc that his body can be controlled and thus inviting him to control it. To orient him in his present time Environment. To increase his ability to duplicate and thusly increase his Havingness.
TRAINING STRESS: Absolute Student precision. No drops from Tone 40. No flubs. Total present time. Student on Coach’s right side. Student’s body acts as block to forward motion when Coach turns. Student gives command, gives Coach a moment to obey, then enforces command with physical contact of exactly correct force to get command executed. Student does not block Coach from executing commands. Method of introduction as in CCH 1. Freezes may be introduced at the end of cycle, this being after the THANK YOU and before the next command, maintaining a solid comm line, to ascertain information from the Coach or to bridge from the process, this being the acknowledgement “THANK YOU” after the command “TURN AROUND”.
COACH’S QUESTIONS.
(Note: Do not use any BMR buttons during engram running or add overts to this list as they will "mush" engrams.)
When a session is being run on GPMs or goals no matter with what routine, use the following ARC Break assessment when any ARC Break, great or small, occurs (or when pc becomes critical of the auditor even "playfully"). If R3R and R3N are both run in the same session, do both L–3 and L–4.
Prefix the lines with "In this session have…", or for R2H ARC Breaks found in goals sessions "In that session had the auditor…" and omit "I" or "we". In event that the current pc was the auditor in that session and ARC Broke (applies also to List L–3 above) use List L–1.
HISTORY. Developed by L. Ron Hubbard in Washington DC, in 1957 for the 17th ACC.
NAME. HAND SPACE MIMICRY.
COMMANDS: Student raises 2 hands palms facing Coach’s about an equal distance between the Student and Coach and says “PUT YOUR HANDS AGAINST MINE, FOLLOW THEM AND CONTRIBUTE TO THEIR MOTION.” He then makes a simple motion with right hand then left. “DID YOU CONTRIBUTE TO THEIR MOTION?” Acknowledge answer. Student allows Coach to break solid comm line. When this is flat, the Student does this same with a half inch of space between his and the Coach’s palms. The command being “PUT YOUR HANDS FACING MINE ABOUT l/2 INCH AWAY, FOLLOW THEM AND CONTRIBUTE TO THEIR MOTION.” “DID YOU CONTRIBUTE TO THEIR MOTION?” Acknowledge. When this is flat, Student does it with a wider space and so on until Coach is able to follow motions a yard away.
POSITION. Student and Coach seated, close together facing each other, Coach’s knees between Student’s knees.
PURPOSE: To develop reality on the auditor using the reality scale (solid communication line). To get pc into communication by control and duplication. To find auditor.
TRAINING STRESS: That Student be gentle and accurate in his motions, all motions being Tone 40, giving pc wins. To be free in 2-way communication. That process be introduced and run as a formal process. To teach student that if coach dopes off in this process Student may take Coach’s wrist and help him execute the command one hand at a time. That if Coach does not answer during anaten to question “DID YOU CONTRIBUTE TO THEIR MOTION?”, Student may wait for normal comm lag of that Coach, acknowledge and continue process.
COACH’S QUESTIONS.
[The above lists have been later revised by HCO Bs 19 March 1971, List-1-C, Volume VII, page 203; 11 April 1971RA, Revised 8 March 1974, L3RD Dianetics and Int RD Repair List, Volume VIII, page 265; and 15 December 1968R, Revised 2 June 1972, L4BR – For Assessment of All Listing Errors, Volume VIII, page 138.]
HISTORY. Developed by L. Ron Hubbard in Washington DC, 1956, as a therapeutic version of Dummy Hand Mimicry. Something was needed to supplant ‘Look at me’ ‘Who am I?’ and ‘Find the auditor’ part of rudiments.
NAME. BOOK MIMICRY.
COMMANDS: THERE ARE NO SET VERBAL COMMANDS.
Student makes simple motions with a book. Hands book to the Coach. Coach makes motion, duplicating Student’s mirror-image-wise. Student asks pc if he is satisfied that the Coach duplicated the motion. If Coach is and Student is also fairly satisfied,
Student takes back the book and goes to next command. If Coach is not sure that he duplicated any command, Student repeats it for him and gives him back the book. If Coach is sure he did and Student can see duplication is pretty wrong, Student accepts Coach’s answer and continues on a gradient scale of motions either with the left or right hand till Coach can do original command correctly. This ensures no invalidation of the Coach. Tone 40, only in motions, verbal 2-way quite free.
POSITION: Student and Coach seated facing each other, a comfortable distance apart.
PURPOSE: To bring up pc’s communication with control and duplication (control and duplication = communication).
TRAINING STRESS: Stress giving Coach wins. Stress Student’s necessity to duplicate his own commands. Circular motions are more complex than straight lines. Tolerance. of plus or minus randomity are apparent here and the Student should probably begin on the Coach with motions that begin in the same place each time and are neither very fast nor very slow, nor very complex. Introduced by the Student seeing that Coach understands what is to be done, as here is no verbal command, formal process.
COACH’S QUESTIONS:
HISTORY: Developed by L.R.H. for the 16th ACC in Washington DC, 1957. Based on duplication. Developed by L.R.H. in London, 1952.
[This HCO B is replaced by HCO B I December 1965, CCHs, Volume VI, page 118. See also HCO PL 17 May 1965, CCHs, Volume VI, page 40, which says that processes may not be used as drills.]